Web Resources

Lesson Plans

Title: Ender's Game/Ender's Shadow Projects
Description:
Project list for the novels Ender's Game and Ender's Shadow, including board game and poster-making ideas.
Standard(s): [ELA2013] (11) 3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). [RL.11-12.3]

Title: I am an American Day Address by Learned Hand
Description:
This unit has been developed to guide students and instructors in a close reading of Learned Hand’s “I am an American Day Address” from Appendix B of the Common Core Standards. The activities and actions described below follow a carefully developed set of steps that assist students in increasing their familiarity and understanding of Hand’s speech through a series of text-dependent tasks and questions that ultimately develop college and career ready skills identified in the Common Core standards. This unit is recommended as an activity for a “Great Conversation” Module and can be taught in two days of study and reflection on the part of students and their teachers. A third day or more could be added if the time is needed or extension activities are desired.
Standard(s): [ELA2013] (11) 22: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 19-21 above.) [W.11-12.4]

I am an American Day Address by Learned Handhttp://www.achieveth...
This unit has been developed to guide students and instructors in a close reading of Learned Hand’s “I am an American Day Address” from Appendix B of the Common Core Standards. The activities and actions described below follow a carefully developed set of steps that assist students in increasing their familiarity and understanding of Hand’s speech through a series of text-dependent tasks and questions that ultimately develop college and career ready skills identified in the Common Core standards. This unit is recommended as an activity for a “Great Conversation” Module and can be taught in two days of study and reflection on the part of students and their teachers. A third day or more could be added if the time is needed or extension activities are desired.

Title: Film in the ELA Classroom: Predictions and Vocabulary in Literature
Description:
This lesson (for high school) requires students to make predictions about elements of plot in a short dramatic presentation. The students also investigate root words, prefixes, and suffixes to contribute to their understanding and construct meaning from the drama.
Standard(s): [ELA2013] (12) 38: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 12 reading and content, choosing flexibly from a range of strategies. [L.11-12.4]

Film in the ELA Classroom: Predictions and Vocabulary in Literaturehttp://film-english....
This lesson (for high school) requires students to make predictions about elements of plot in a short dramatic presentation. The students also investigate root words, prefixes, and suffixes to contribute to their understanding and construct meaning from the drama.

Title: How the Blues Inspire Writing
Description:
The purpose of this unit
is to introduce students to the blues and help them write a blues song.
Standard(s): [SS2010] US11 (11) 5: Evaluate the impact of social changes and the influence of key figures in the United States from World War I through the 1920s, including Prohibition, the passage of the Nineteenth Amendment, the Scopes Trial, limits on immigration, Ku Klux Klan activities, the Red Scare, the Harlem Renaissance, the Great Migration, the Jazz Age, Susan B. Anthony, Margaret Sanger, Elizabeth Cady Stanton, W. C. Handy, and Zelda Fitzgerald. (Alabama) [A.1.a., A.1.b., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]

Informational Materials

Title: Salem Witch Museum
Description:
This is a great resource for someone teaching The Crucible, The Witch of Blackbird Pond, or early American history.
Standard(s): [SS2010] US10 (10) 2: Compare regional differences among early New England, Middle, and Southern colonies regarding economics, geography, culture, government, and American Indian relations. [A.1.a., A.1.b., A.1.d., A.1.g., A.1.i.]

Title: To Kill a Mockingbird Student Survival Guide
Description:
This website has been set up to be an annotation to the text of the novel. As you travel through the site, you'll find more than 400 annotations to help you get more out of your reading. Many of the annotations contain links to pictures or other websites to further help you in understanding your reading. Click away, learn, and have fun!
Standard(s): [ELA2013] (11) 18: By the end of Grade 11, read and comprehend literary nonfiction in the Grades 11-College and Career Readiness (CCR) text complexity band proficiently, with scaffolding as needed at the high end of the range. [RI.11-12.10]

To Kill a Mockingbird Student Survival Guidehttp://www.lausd.k12...
This website has been set up to be an annotation to the text of the novel. As you travel through the site, you'll find more than 400 annotations to help you get more out of your reading. Many of the annotations contain links to pictures or other websites to further help you in understanding your reading. Click away, learn, and have fun!

Learning Activities

Title: The Hero in Fiction Webquest
Description:
This webquest provides graphic organizers, videos, and links to teach students about hero archetypes and the hero's journey.
Standard(s): [ELA2013] (11) 3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). [RL.11-12.3]

Teacher Tools

Title: Ender's Game/Ender's Shadow Projects
Description:
Project list for the novels Ender's Game and Ender's Shadow, including board game and poster-making ideas.
Standard(s): [ELA2013] (11) 3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). [RL.11-12.3]